Relationships Between Individual and Family Factors and Cognitive Dimensions of Reading Comprehension Among Iranian Students

Maryam Sahranavard

doi:doi:10.11648/j.ss.20170601.12

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Relationships Between Individual and Family Factors and Cognitive Dimensions of Reading Comprehension Among Iranian Students

Maryam Sahranavard

Published in Social Sciences (Volume 6, Issue 1)

Received: 7 October 2016 Accepted: 20 January 2017 Published: 24 February 2017

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Abstract

This study analyzed the relationships between individual and family cognitive factors and attitude towards reading with reading self-concept and outside reading activities and parents’ literacy that are in 4^th grade Iranian students. The main of the study is based on interpretations and comprehension of PIRLS 2006. A total of 5411 students (2500 girls and 2911 boys) with average of 10.2 years old participated in PIRLS 2006 test. Reading self-concept and attitude towards reading by the student questionnaire of and outside reading activities and parents’ literacy by the questionnaire of survey of learning and reading comprehension scores were tested. The results of the study showed that all the variables of cognitive comprehension of students are significant (at the level of p<0.01). The reading parents’ literacy was the most determination variance for students’ comprehension and the reading self-concept, attitude towards reading and outside reading activities.

Published in	Social Sciences (Volume 6, Issue 1)
DOI	10.11648/j.ss.20170601.12
Page(s)	7-13
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2017. Published by Science Publishing Group

Keywords

Individual and Family Factors, Cognitive Dimensions, Reading Comprehension

References

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Maryam Sahranavard. (2017). Relationships Between Individual and Family Factors and Cognitive Dimensions of Reading Comprehension Among Iranian Students. Social Sciences, 6(1), 7-13. https://doi.org/10.11648/j.ss.20170601.12

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Maryam Sahranavard. Relationships Between Individual and Family Factors and Cognitive Dimensions of Reading Comprehension Among Iranian Students. Soc. Sci. 2017, 6(1), 7-13. doi: 10.11648/j.ss.20170601.12

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Maryam Sahranavard. Relationships Between Individual and Family Factors and Cognitive Dimensions of Reading Comprehension Among Iranian Students. Soc Sci. 2017;6(1):7-13. doi: 10.11648/j.ss.20170601.12

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@article{10.11648/j.ss.20170601.12,
  author = {Maryam Sahranavard},
  title = {Relationships Between Individual and Family Factors and Cognitive Dimensions of Reading Comprehension Among Iranian Students},
  journal = {Social Sciences},
  volume = {6},
  number = {1},
  pages = {7-13},
  doi = {10.11648/j.ss.20170601.12},
  url = {https://doi.org/10.11648/j.ss.20170601.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ss.20170601.12},
  abstract = {This study analyzed the relationships between individual and family cognitive factors and attitude towards reading with reading self-concept and outside reading activities and parents’ literacy that are in 4th grade Iranian students. The main of the study is based on interpretations and comprehension of PIRLS 2006. A total of 5411 students (2500 girls and 2911 boys) with average of 10.2 years old participated in PIRLS 2006 test. Reading self-concept and attitude towards reading by the student questionnaire of and outside reading activities and parents’ literacy by the questionnaire of survey of learning and reading comprehension scores were tested. The results of the study showed that all the variables of cognitive comprehension of students are significant (at the level of p<0.01). The reading parents’ literacy was the most determination variance for students’ comprehension and the reading self-concept, attitude towards reading and outside reading activities.},
 year = {2017}
}

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TY  - JOUR
T1  - Relationships Between Individual and Family Factors and Cognitive Dimensions of Reading Comprehension Among Iranian Students
AU  - Maryam Sahranavard
Y1  - 2017/02/24
PY  - 2017
N1  - https://doi.org/10.11648/j.ss.20170601.12
DO  - 10.11648/j.ss.20170601.12
T2  - Social Sciences
JF  - Social Sciences
JO  - Social Sciences
SP  - 7
EP  - 13
PB  - Science Publishing Group
SN  - 2326-988X
UR  - https://doi.org/10.11648/j.ss.20170601.12
AB  - This study analyzed the relationships between individual and family cognitive factors and attitude towards reading with reading self-concept and outside reading activities and parents’ literacy that are in 4th grade Iranian students. The main of the study is based on interpretations and comprehension of PIRLS 2006. A total of 5411 students (2500 girls and 2911 boys) with average of 10.2 years old participated in PIRLS 2006 test. Reading self-concept and attitude towards reading by the student questionnaire of and outside reading activities and parents’ literacy by the questionnaire of survey of learning and reading comprehension scores were tested. The results of the study showed that all the variables of cognitive comprehension of students are significant (at the level of p<0.01). The reading parents’ literacy was the most determination variance for students’ comprehension and the reading self-concept, attitude towards reading and outside reading activities.
VL  - 6
IS  - 1
ER  -

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Author Information

Maryam Sahranavard

Farhangian University, Tehran, Iran

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APA Style

Maryam Sahranavard. (2017). Relationships Between Individual and Family Factors and Cognitive Dimensions of Reading Comprehension Among Iranian Students. Social Sciences, 6(1), 7-13. https://doi.org/10.11648/j.ss.20170601.12

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ACS Style

Maryam Sahranavard. Relationships Between Individual and Family Factors and Cognitive Dimensions of Reading Comprehension Among Iranian Students. Soc. Sci. 2017, 6(1), 7-13. doi: 10.11648/j.ss.20170601.12

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AMA Style

Maryam Sahranavard. Relationships Between Individual and Family Factors and Cognitive Dimensions of Reading Comprehension Among Iranian Students. Soc Sci. 2017;6(1):7-13. doi: 10.11648/j.ss.20170601.12

Copy | Download

@article{10.11648/j.ss.20170601.12,
  author = {Maryam Sahranavard},
  title = {Relationships Between Individual and Family Factors and Cognitive Dimensions of Reading Comprehension Among Iranian Students},
  journal = {Social Sciences},
  volume = {6},
  number = {1},
  pages = {7-13},
  doi = {10.11648/j.ss.20170601.12},
  url = {https://doi.org/10.11648/j.ss.20170601.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ss.20170601.12},
  abstract = {This study analyzed the relationships between individual and family cognitive factors and attitude towards reading with reading self-concept and outside reading activities and parents’ literacy that are in 4th grade Iranian students. The main of the study is based on interpretations and comprehension of PIRLS 2006. A total of 5411 students (2500 girls and 2911 boys) with average of 10.2 years old participated in PIRLS 2006 test. Reading self-concept and attitude towards reading by the student questionnaire of and outside reading activities and parents’ literacy by the questionnaire of survey of learning and reading comprehension scores were tested. The results of the study showed that all the variables of cognitive comprehension of students are significant (at the level of p<0.01). The reading parents’ literacy was the most determination variance for students’ comprehension and the reading self-concept, attitude towards reading and outside reading activities.},
 year = {2017}
}

Copy | Download

TY  - JOUR
T1  - Relationships Between Individual and Family Factors and Cognitive Dimensions of Reading Comprehension Among Iranian Students
AU  - Maryam Sahranavard
Y1  - 2017/02/24
PY  - 2017
N1  - https://doi.org/10.11648/j.ss.20170601.12
DO  - 10.11648/j.ss.20170601.12
T2  - Social Sciences
JF  - Social Sciences
JO  - Social Sciences
SP  - 7
EP  - 13
PB  - Science Publishing Group
SN  - 2326-988X
UR  - https://doi.org/10.11648/j.ss.20170601.12
AB  - This study analyzed the relationships between individual and family cognitive factors and attitude towards reading with reading self-concept and outside reading activities and parents’ literacy that are in 4th grade Iranian students. The main of the study is based on interpretations and comprehension of PIRLS 2006. A total of 5411 students (2500 girls and 2911 boys) with average of 10.2 years old participated in PIRLS 2006 test. Reading self-concept and attitude towards reading by the student questionnaire of and outside reading activities and parents’ literacy by the questionnaire of survey of learning and reading comprehension scores were tested. The results of the study showed that all the variables of cognitive comprehension of students are significant (at the level of p<0.01). The reading parents’ literacy was the most determination variance for students’ comprehension and the reading self-concept, attitude towards reading and outside reading activities.
VL  - 6
IS  - 1
ER  -

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